Secondary English NCEA – Level 1
Secondary English NCEA – Level 3
|Title: |The Crucible |
| |Students study the socio-historical contexts in which this play was written, set and is read today. They |
| |then actively engage with the language, themes and characters prior to presenting their interpretation of a |
| |scene from the play and developing essays. |
|Writer: |Phil Coogan |
|Year level |13 |
|Who are my learners and what do they | See Using Inquiry to Plan Secondary English Programmes |
|already know? | |
|School curriculum outcomes |How your school’s principles, values, or priorities will be developed through this |
| |unit |
|Learning Outcomes |
|(What do my students need to learn) |
|Curriculum achievement objectives (AOs) | |
|for: | |
|English |Processes and strategies |
| |Integrate sources of information, processes, and strategies purposefully, confidently,|
| |and precisely to identify, form, and express increasingly sophisticated ideas.
|
| |thinks critically about texts with understanding and confidence |
| |creates a range of increasingly coherent, varied, and complex texts by integrating |
| |sources of information and processing strategies |
| | |
| |Ideas |
| |Select, develop, and communicate sustained and insightful ideas on a range of topics.
|
| |develops, communicates, and sustains sophisticated ideas, information, and |
| |understandings |
| | |
| |Language features |
| |Select, integrate and sustain a range of language features appropriately for a variety|
| |of effects.
|
| |uses a wide range of text conventions, including grammatical and spelling conventions,|
| |appropriately, effectively, and with accuracy. |
| | |
| |Structure |
| |Organise texts, using a range of appropriate, coherent, and effective structures. |
| |organises and develops ideas and information for a particular purpose or effect, using|
| |the characteristics and conventions of a range of text forms with control. |
|Achievement Standard(s) aligned to AO(s) | |
| |AS 90725 Construct and deliver an oral presentation |
| |AS 90723 Respond critically to oral or visual text studied, |
|Teaching and Learning |
|(What do I need to know and do?) |
|1-2 related professional readings or links to |Using inquiry to plan secondary English programmes |
|relevant research | |
| |English Teaching and Learning Guide [available from February 2011] |
| | |
| |Conditions of Assessment Guidelines |
|Learning task 1 |Learning task 1 |
|Learning intention(s) |Engaging with the issues |
|Establishing prior learning and linking it to |Examine the consequences of personal conscience in conflict with rigid societal |
|the text |perceptions of what is "right" in human behaviour. |
| |Make a 3 column grid on the board (with the columns headed: (1) Group (2) Reasons|
|KCs/ Principles/Values focus |(3) Result) which students copy. Individually, get them to list under "Group" |
|KCs: Thinking |those sections of society (in NZ or elsewhere) who are the subject of prejudice |
|– explore texts |or who tend to be blamed for social, economic and moral ills. Teachers may also |
|Relate to others – peer discussion |wish to draw attention to current events which echo the Salem Witch Trials. |
| |List the groups nominated on the board under "Group". |
| |Now in small groups, select from the class list, one of the nominated groups |
| |(which preferably appears more than once). Complete the grid for that group: ie. |
| |under "Reasons", list understandings of the reasons why that group is subject to |
| |blame or prejudice and then the under "Results", list some of the ways that the |
| |prejudice/blame is expressed socially. |
| |Share findings across the class, completing the grid on the board and recording |
| |a copy to return to later when looking at themes in learning task 6. |
|Learning task 2 |Learning task 2 |
| |Background; About the Author |
|Learning intention(s) |Prior to engaging with the play, use the research topics resource to explore the |
|Examining text background |background of the play and its author, specifically: |
| |Arthur Miller and why he wrote the play |
|KCs/ Principles/Values focus |Witchcraft |
|KCs: Thinking |The Salem Witchhunts of the 1690s |
|– explore texts |McCarthyism and the crack-down on communists in the 1950s |
|Relate to others – peer discussion |Allocate each topic to different groups. Report back findings in two minute mini |
| |seminars. |
| |Teachers and students will also find useful the notes on the literary background |
| |to the play, which includes sections on Social Drama and Tragedy. |
| |Also: refer to this list of related quotations which have a philosophical link to|
| |Miller's themes: |
| |Socrates (before his execution)
'Acquit me or not, but whatever you do, know that|
| |I shall never alter my ways even though I have to die many times'. |
| |Voltaire
'Liberty of thought is the life of the soul'. |
| |Max Beerbohm (Essayist)
'The nonconformist conscience makes cowards of us all'. |
| |Shakespeare (Hamlet)
'This above all: to thine own self be true and it must |
| |follow as the night the day thou can'st not then be false to any man'. |
| |Martin Luther 'It is neither safe nor prudent to do aught-against'. |
| |Shakespeare (Hamlet)
'Whither 'tis nobler in the mind to suffer the slings and |
| |arrows of outrageous fortune, or to take arms against a sea of troubles, and by |
| |opposing end them?....' |
| |John Stuart Mill (Philosopher).
'If all mankind minus one were of one mind and |
| |only one person were of the contrary opinion, mankind would be no more justified |
| |in silencing the one person than he if he had the power would be justified in |
| |silencing mankind. We can never be sure that the opinion we are endeavoring to |
| |stifle in false opinion; and if we were sure stifling it would still be evil. |
| |John Milton (Poet) 'Give me the liberty to know, to utter and to argue freely |
| |according to conscience above all liberties'. |
|Learning task 3 |Learning task 3 |
| |Bringing the text to life |
|Learning intention(s) |Reading through the play can be most rewarding and useful when a variety of |
|Exploring the text through performance |approaches are used. Hence the class could be engaged in: |
| |Prepared readings - all class members are allocated a part to read in class. This|
|KCs/ Principles/Values focus |will mean 2-3 class members are allocated to each significant part. The students |
|KCs: Use language, symbols and texts – |becomes the 'experts' about this character. Not only do they share the reading |
|structure and express understandings about |but they are charged with becoming familiar with the stage directions which |
|texts |pertain to that character's speeches so that they are able to explain their |
|Participating and Contributing – contribute to |speeches, to the whole class. Students need to read ahead each night so that they|
|a group performance |are comfortable and confident when they come to read in class. |
| |Walk throughs - some critical scenes are selected for more physical acting out. |
| |Character 'experts' (see above) form groups and rehearse selected scenes (or more|
| |probably parts thereof) prior to presenting them to the rest of the class. The |
| |following variation is more appropriate: groups are asked to dispense with the |
| |text after they have gleaned the key elements of the scene. They then present the|
| |scene using modern language. A further variation involves changing the setting |
| |and issues so that these too are made contemporary. |
| |The above can be interspersed with excerpts from the film versions or sound clips|
| |from the play. |
|Learning task 4 |Learning task 4 |
| |Understanding characters and their conflicts |
|Learning intention(s) |There are a variety of approaches to help understand characters and their |
|Examining key text aspects |conflicts. |
| |View these stills from the film version. How well the casting for the movie |
|KCs/ Principles/Values focus |matched their pre-conception of the characters? In what ways were their |
|KCs: Use language, symbols and texts – |preconceptions confirmed or challenged. Write answers to the characters resource.|
|structure and express understandings about |Group with other class members who became character experts (see learning task 3)|
|texts |. The group takes responsibility for their character and presents that character |
|Relate to others – peer discussion |to the class using the character questions as a guide and illustrating all points|
| |with brief dramatisations from the play. Or, again using the character questions |
| |as a guide, prepare to hotseat. |
|Learning task 5 |Learning task 5 |
| |Exploring the language of The Crucible |
|Learning intention(s) |The dialogue has a quality that could not easily be achieved in a naturalistic |
|Examining key text aspects |play of the present time. The characters are given a certain dignity and distance|
| |by quaint turns of phrase and peculiarities of grammar (mainly survivals in |
|KCs/ Principles/Values focus |America of early usages in English). The use of ‘Mister’ as a form of address and|
|KCs: Use language, symbols and texts – |'Goody' as a title suggests a relationship strangely remote; and such verb-forms |
|structure and express understandings about |as seen in 'Cain were an upright man', 'there be no road between', 'I am |
|texts |thirty-three time in court in my life', a dialect used by judge as well as |
|Relate to others – peer discussion |peasant, draw attention to another age and environment than ours.
It is perhaps |
| |natural that people whose daily reading was confined to the Bible should use |
| |language with a fine sense of metaphor. it does not sound inappropriate when Hale|
| |says, 'If Rebecca Nurse be tainted, then nothing's left to stop the whole green |
| |world from burning', or Proctor, 'I have made a bell of my honour, I have rung |
| |the doom of my good name'. This heightened language is in tune with the symbolic |
| |nature of the characters, the deep emotions they seek to express and the |
| |importance of the themes of the play. |
| |Form groups with each being allocated one of the following aspects of the |
| |language of the play. Find examples of your allocated language feature and report|
| |back to the class. In your report you should provide the context for your example|
| |and, briefly comment on: |
| |What function each serves in terms of characterisation,and/or establishing the |
| |setting and/or conveying a theme? |
| |What effect they might have on a modern audience? |
| |Translate" your example into contemporary English. |
| |Language Features: |
| |Archaic sentence construction and sentence inversion. |
| |Metaphorical language. |
| |Archaic vocabulary usage. |
| |'Earthy' language. |
| |Biblical allusion. |
| |Close reading |
| |Use a text extract from the final lines of Act 3 for close reading. |
|Learning task 6 |Learning task 6 |
| |Themes |
|Learning intention(s) |Use the questions about themes to select from one of these approaches. Write |
|Examining key text aspects |answers to the questions about themes individually. |
| |Groups could be allocated one of the questions about themes each to report back |
|KCs/ Principles/Values focus |to the class (and, for examination purposes, provide a one page summary of their |
|KCs: Thinking |responses for each class member) |
|– close reading |Alternatively group members, using the thematic questions, could take on the role|
|Relate to others – peer discussion |of expert to share their findings with other class members. In discussing the |
| |following ideas which run through this play, keep in mind that it is important |
| |for you to be able to say clearly how Miller develops his ideas - through |
| |characterisation? plot structure? language? setting (esp. historical)? conflicts |
| |between and within characters? You need to provide examples of these things to |
| |illustrate the general points you make about theme. |
| |Questions about themes |
| |The Need For Social Responsibility, A 'Human Bond', Integrity.
|
| |We all have an obligation to combat perceived evil in society yet characters like|
| |Parris, the Putnams, the judges and Abigail shirk this responsibility in favour |
| |of promoting personal ends. Show how they do this and contrast their behaviour |
| |with that of John Proctor who, in placing the well-being of his fellows above his|
| |own interests show Miller's belief in a need for personal integrity.
Refer back |
| |to the grid you completed at the beginning of this unit in which you listed |
| |contemporary examples of the issues raised in The Crucible. Are you able to make |
| |a link between any of these issues and the need for social responsibility as |
| |expressed by Miller. |
| |Societal Problems Can Often Be Traced To Individual Human Failings.
|
| |Though the trial has religious and super-natural implications Miller tends to |
| |show the troubles as stemming from recognisable human failings. Discuss how the |
| |following failings are manifested in the play - greed, vengeance, jealousy, |
| |ambition, fear, hysteria.
Refer back to the grid you completed at the beginning |
| |of this unit in which you listed contemporary examples of the issues raised in |
| |The Crucible. Are you able to make a link between any of these issues and |
| |Miller's contention that social problems can often be traced back to individual |
| |failings? |
| |Societies Often Try To Suppress Individual Freedom, In Order To Maintain Social |
| |Order.
|
| |Discuss how this idea is brought out in the play especially through Proctor's |
| |struggle in the final act - the judges' insistence on pinning his written |
| |confession on the church door and his resistance to this. Also through Giles |
| |Corey who tries to maintain his individual rights (but note the contrast with |
| |Proctor's motives).
Refer back to the grid you completed at the beginning of |
| |this unit in which you listed contemporary examples of the issues raised in The |
| |Crucible. Are you able to make a link between any of these issues and the ideas |
| |about individual freedom contained in The Crucible? |
| |Often People Tend to Think in 'Black and White'.
|
| |(eg. good or evil, god-like or devilish, capitalist or communist). The upholders |
| |of the social order like Danforth are forced into this sort of thinking. How? |
| |Even Elizabeth Proctor associates John's sexual transgression with evil but what |
| |does she come to see.
Refer back to the grid you completed at the beginning of |
| |this unit in which you listed contemporary examples of the issues raised in The |
| |Crucible. Are you able to make a link between any of these issues and Miller's |
| |contention that people tend to think in "black and white"? |
|Learning task 7 |Learning task 7 |
| |Performance assessment |
|Learning intention(s) |Form small groups which will plan and deliver a performance of a small section of|
|Preparing and delivering an oral presentation |the play - either chosen by the group or allocated by the teacher to ensure |
| |coverage of the play. This section should offer sufficient opportunity for each |
|KCs/ Principles/Values focus |student to provide enough evidence for assessment of individual performance. You |
|KCs: Use language, symbols and texts – |must check with your teacher before preparing and presenting a group performance.|
|structure and express understandings about | |
|texts |In your group, discuss and record what you intend to show in the performance of |
|Participating and Contributing – contribute to |your allocated extract. Consider: |
|a group performance |atmosphere/mood of the extract |
| |the nature of relationships between characters |
| |important ideas. |
| | |
| |As a group, read through the text. Pause to discuss and annotate photocopies of |
| |individual scripts to suggest possible ways you could use tone of voice, pace, |
| |pitch, volume, contrasts, emphasis, rhythm and actions to reflect the ideas you |
| |identified. |
| |Annotate photocopies of individual scripts to suggest possible ways you could use|
| |gesture, facial expression, stance, eye contact, movement, use of props, use of |
| |costume to reflect the ideas you identified. |
| |Rehearsal |
| |As a group rehearse your performance, adding in costumes and props (where |
| |practical) once everyone is confident with using voice, body, movement to |
| |interpret the script. |
| |Keep referring each other back to the ideas you recorded to ensure whatever you |
| |do adds to the atmosphere or conveys the meaning of your extract. |
| |You will be assessed on how well you: |
| |develop and support ideas about your topic |
| |use a range of appropriate presentation techniques |
| |how well you construct and deliver your presentation to your audience. |
| |Look at the ‘speaking standards clarification’ for information expectation |
| |regarding a Level 3 oral presentation. |
| | |
| |Performance |
| |Present your performance as a group - preferably to another class using your |
| |teacher to provide a narrative link between scenes. |
| | |
| | |
| |Developing an essay |
| |As formative work for AS 90723 Respond critically to oral or visua text studied, |
| |develop an essay on a topic linked to your work in the earlier learning tasks. In|
| |selecting a topic, it is vital that you select one suited to your understandings |
| |about it. As a first step in making a selection, consider the topics set in |
| |previous exam papers. Talk with your teacher about the most appropriate topic for|
| |the learning completed. In selecting a topic, give preference to a topic in a |
| |paper from the last few years. |
| |Look at the 2008 AS90723 exemplars. Additional exemplars are also available for |
| |this achievement standard by ordering the NZATE exemplar resource. |
| |Look over the Assessment Reports for AS 90723. As identified in the report, an |
| |excellence level response: |
| |sustained a cogent argument/discussion of the question |
| |displayed maturity and insight of critical response |
| |displayed judicious and/or insightful personal response and judgement |
| |integrated liberal, detailed relevant evidence and reference to texts to support |
| |ideas, throughout the essay |
| |explained and explored with insight and perception, the relevance of teacher |
| |notes, critics’ comments, reviews etc to the topic and to the candidate’s own |
| |position as viewer or performer |
| |structured a lucid, focused essay, using sophisticated expression and language |
| |wrote accurately and expressed ideas confidently in academic writing |
| | |
| |Having selected a topic, develop an essay. Write at least 400 words. Support your|
| |ideas with specific details from your work in earlier learning tasks. |
| |After completing a first draft, read your piece aloud to help identify parts of |
| |the writing that require reworking. Before writing a final version of your piece,|
| |proof-read it to improve on technical accuracy. Prior to writing the final draft,|
| |you should return to the exemplars to help reflect on whether any changes or |
| |additions are needed in your own final draft. You should also refer to the |
| |Assessment Schedule for AS 90723. |
| | |
| |Preparing for AS90723 at the end of the year |
| |Look back at the essay you developed earlier and use it to help prepare for the |
| |external standard. Don’t rote learn this essay then attempt to somehow adapt a |
| |learnt essay to a topic in the exam. You will be much better prepared if you |
| |familiarise yourself again with the text as well as its ideas and supporting |
| |evidence, then adapt your understandings and supporting evidence to fit the |
| |requirements of the topics set. |
|Learning task 8 |Learning task 8 – Additional Resources |
| |Webquests: |
|Learning intention(s) |Arthur Miller's The Crucible
A webquest which guides students through an |
|Extending learning |exploration of the historical background of the play. |
| |Print |
|KCs/ Principles/Values focus |Miller A. The Crucible |
|KCs: Thinking |Locke T. (1998) Close Up on Literary Text. Longman |
|– explore texts |Electronic |
| |The Crucible - Teacher's Guide
Contains a series of other activities and links |
| |based on the play. |
| |Cliffnotes quiz on The Cruicble |
| |The Crucible |
| |ClassicNotes on The Crucible |
| |Web English Teacher Links |
| |Arthur Miller and The Crucible
This first of two lessons in this unit examines |
| |the consequences of personal conscience in conflict with rigid societal |
| |perceptions of what is "right" in human behaviour. |
|Assessment and Evaluation |
|(What is the impact of my teaching and learning?) |
|Formative and/or Summative assessment |AS 90725 Construct and deliver an oral presentation |
|task(s), including how will feedback be |AS 90723 Respond critically to oral or visual text studied, |
|provided | |
|Provision for identifying next learning |This piece of writing should be an integrated part of the year’s writing programme. |
|steps for students who need: |Refer to |
|further learning opportunities |English Teaching and Learning Guide [available from February 2011] |
|increased challenge |for more details. |
|Tools or ideas which, for example might be |See: Using inquiry to plan secondary English programmes |
|used to evaluate: | |
| | |
|progress of the class and groups within it | |
|student engagement | |
|leading to : | |
|changes to the sequence | |
|addressing teacher learning needs | |
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